Technology Toolbox for the K-12 Literacy Teacher

2013 ◽  
pp. 701-722
Author(s):  
James R. Stachowiak ◽  
Liz Hollingworth
Keyword(s):  
Assistive Technology ◽  
Open Source ◽  
Decision Rules ◽  
Literacy Teaching ◽  
Current Trends ◽  
Technology Tools ◽  
Literacy And Technology ◽  
Literacy Teacher ◽  
K 12 ◽  
Teaching Challenges

This chapter reviews assistive technology solutions to literacy teaching challenges in the classroom, current trends with literacy and technology, available open source, commercial, and mobile literacy technology tools, and how to select the proper tools in the classroom to create a valuable toolbox of literacy-based technology tools to advance literacy goals in K-12 schools. Because these technologies are always evolving, we provide decision rules for selecting new tools to teach literacy.

Technology Toolbox for the K-12 Literacy Teacher

2013 ◽  
pp. 159-179
Author(s):  
James R. Stachowiak ◽  
Liz Hollingworth
Keyword(s):  
Assistive Technology ◽  
Open Source ◽  
Decision Rules ◽  
Literacy Teaching ◽  
Current Trends ◽  
Technology Tools ◽  
Literacy And Technology ◽  
Literacy Teacher ◽  
K 12 ◽  
Teaching Challenges

This chapter reviews assistive technology solutions to literacy teaching challenges in the classroom, current trends with literacy and technology, available open source, commercial, and mobile literacy technology tools, and how to select the proper tools in the classroom to create a valuable toolbox of literacy-based technology tools to advance literacy goals in K-12 schools. Because these technologies are always evolving, we provide decision rules for selecting new tools to teach literacy.

Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry

2021 ◽  
Vol 36 (3) ◽  
pp. 162-174
Author(s):  
Christopher R. Emerling ◽  
Sarah Wilkinson ◽  
Daniel M. Maggin
Keyword(s):  
Assistive Technology ◽  
Lived Experience ◽  
Students With Disabilities ◽  
Challenging Behaviors ◽  
Future Research ◽  
Structured Interviews ◽  
Dynamic Learning ◽  
Behavioral Challenges ◽  
Emerging Trends ◽  
K 12

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

scholarly journals Assistive Technology: Tools for Independence

BIOPHILIA ◽  
2004 ◽  
Vol 1 (3) ◽  
pp. 3_30-3_30
Author(s):  
CELIA B. LAMKIN
Keyword(s):  
Assistive Technology ◽  
Technology Tools

Business and Technology Educators

2018 ◽  
pp. 471-484
Author(s):  
Vicki Donne ◽  
Mary A. Hansen
Keyword(s):  
United States ◽  
Technology Integration ◽  
Assistive Technology ◽  
The United States ◽  
Business Educators ◽  
Instructional Activities ◽  
Use Of Technology ◽  
Technology Educators ◽  
K 12 ◽  
Students With A Disability

Business educators face the challenge of operationalizing the global converging initiatives of technology integration and inclusion of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators received little training and felt moderately prepared to teach students with a disability. Inclusion occurred in all courses taught and some differentiated instructional activities and assessments were utilized. Findings indicated additional training in the use of technology and assistive technology are needed.

Open for Social

2011 ◽  
pp. 187-202
Author(s):  
James M. Laffey ◽  
Matthew Schmidt ◽  
Christopher J. Amelung
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Collaborative Work ◽  
Notification System ◽  
Education Experience ◽  
Social Nature ◽  
Narrow Framing ◽  
E Learning ◽  
K 12

Online learning in K-12 and higher education has been growing rapidly, and open source software has the potential to improve the quality of e-learning. This paper describes how FOSS enables turning e-learning from a potentially restrictive and narrow framing of the education experience to an emergent and social experience. The authors identify several key elements of the FOSS model that position open source initiatives to contribute to the emergent and social nature of experience in e-learning. The authors also describe several challenges to developing FOSS in a community of educators for e-learning. These elements and challenges are illustrated in a brief case report about the development of an open source software system called Context-aware Activity Notification System (CANS). CANS (http://cansaware.com) is a notification system that integrates with collaborative work and learning systems and is designed around the importance of awareness of user activity, a user’s social context and personal notification preferences.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Assistive Technology and Best Practices

2022 ◽  
pp. 564-578
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

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